How are we better together?
DAY 1 - PLAN 1
DAY 2 - PLAN 2
DAY 3 - PLAN 3
DAY 4 - PLAN 4
DAY 5 - PLAN 5
DAY 6 - SEED 1
DAY 7 - SEED 2
DAY 8 - SEED 3
DAY 9 - Seed 4
DAY 10 - PLAN 6
DAY 11 - SEED 5
DAY 12 - SEED 6
DAY 13 - PLAN 7
DAY 14 - SEED 7
DAY 15 - SEED 8
DAY 16 - PLAN 8
Download Seeds, Plans, and Resources (zip)
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
Swimmy by Leo Lioni
In this lesson, students will continue to broaden their understanding of the concept of working as a team. They will gain deeper understanding of text by participating in a shared close reading of the text Swimmy and recount the events in the story.
The model lessons in this unit feature best practices to address Common Core State Standards. The lesson plans were designed for heterogeneous classes. When teachers implement these plans, they should consider the skills and special needs of their students and make adjustments accordingly.
Apply appropriate elements of UDL:
The following websites provide alternate strategies and information for differentiation of lesson.*
English Language Learners
National Association for Gifted Children
Special Education and 504 LD Online
*Consider the need for Accessible Instructional Materials (AIM) when selecting texts, and captioned/described video when selecting video or other media for this lesson.
**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the unit concept of Our Environment wherever possible.
Quantitative Measure (Readability measures and other scores of text complexity): Lexile: 640L
Qualitative Measure (Levels of meaning, structure, language conventionality and clarity, and knowledge demands): Filled with sophisticated language and technical terminology, like medusa, makes this a challenging selection for first grade students. Those who have seen movies, like Nemo, will readily understand the beauty and the dangers of the undersea world where a little black fish named Swimmy lives among a school of red fish. The story line is simple and entails teamwork to escape from danger.
Reader and Task Considerations (Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed): First grade students can listen closely and readily understand this underwater tale. As groups of students sequence events to retell the story, they will see that teamwork provided the solution to the school of fish's problems.
Have students review the "What is a team?" chart from the first lesson. Discuss the characteristics and elicit additional ideas from the group to add to the chart.
Divide the class into groups. Assign student groups different events from the story. Each group works together (teamwork) to illustrate the event from the story. Instruct students to include important details from the scene (other fish, plant life, objects found in the ocean). Put this book in the reading corner.
Teacher observation of the following:
Evaluate students' contributions to the classroom book
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Speaking & Listening